Courses

Syllabus for Fall 2025
T550 on Instagram and Flickr
Offered annually 2013–2022, 2025; 1,295 students enrolled

How do we design learning experiences that are meaningful, engaging, and support learner agency? In T550, we explore this question through the lens of constructionism, a theory of learning that underscores the importance of personalizing, creating, sharing, and reflecting in learning experiences. The class is guided by the core tenets of constructionism, both in content and in process. You will be invited to personalize, create, share, and reflect throughout the semester, through weekly readings, reflective writing, small projects, and a term-long project. By participating in the T550 creative community, you will engage with the theory and practice of designing for learning by creating—for yourself and for others. Anyone who is interested in exploring the theory and practice of designing for learning by creating is encouraged to enroll.

Many thanks to the T550 facilitation team members, many of whom have supported the course for several years: Paulina Haduong, Christan Balch, Alexa Kutler, Iman Rastegari, Katherine Hashimoto, Mae Klinger, Patrick McGuire, Willa Peragine, Laura Peters, Nicole Johnson, Nina Bhattacharya, Peter Kirschmann, Sarah Hazelwood, Adrian Melia, Carmelo Presicce, Josh Gilbert, Kristen Nichols, Lauren Elmore, Michelle Choi, Tim Johnson, AL Liou, Alisha Panjwani, Amanda Torres, Andrea Flores, Anna Kirby, Caroline Lowe, Cecilé Sadler, Champika Fernando, Cora Higgins, Dana Walters, Deidre Witan, Derek Ham, Emily Veno, Galen McQuillen, Hannah Dawe, Jake Stepansky, Jenna Gabriel, Juliet Biagi, Karishma Chadha, Laura Stankiewicz, Lily Gottlieb, Lisa Hiton, Liz Goodenough, Mary Adelaide Williamson, Melissa Gedney, Mette Bohnstedt, Rebecca Givens Rolland, Sara Polsky, Sarah Magagna, Saskia Leggett, Spencer Tiberi, Sue Buzzard, Tiffanie Ting, Tony Landek.

Syllabus for Spring 2026
T217 offered Spring 2020, 2022–2026; 72 students enrolled
CS196 offered Spring 2023–2026; 59 students enrolled

From computational thinking to workforce arguments, there is considerable interest in and excitement about including computer science education for all K–12 students. Yet, unlike other disciplines with a much longer history in formal schooling, the interest in computer science education is not yet supported by commensurate attention to research and teacher practice. In this course, we will examine the state of K–12 computing education: questioning its value, examining its history, and imagining and contributing to its potential. The course will be organized as both a reading group and a lab, building a community of people who are committed to K–12 CS education. Each week you will read classic and current research, and write accompanying memos to document your evolving understandings of the field. Throughout the course, either individually or with partners, you will develop an independent project that explores the design of K–12 computer science learning experiences. Some examples of possible projects include: designing CS-standalone or cross-curricular learning activities and curriculum, building a programming language for novices, developing an annotated bibliography, critically analyzing policy documents such as curriculum frameworks and standards from around the world, or contributing to current K–12 CS education research initiatives. Anyone who is interested in K–12 computer science education is encouraged to enroll.

Many thanks to the CS 1960/EDU T217 facilitation team members: Brian Yu, Emily Veno, Jacob Wolf, Laura Peters, Paulina Haduong.

Syllabus for Fall 2025
T564A offered Fall 2025; 92 students enrolled

How can we use the creative potential of AI to manifest our wonderful ideas in code? We find ourselves amidst a fundamental shift in who can code and how code gets created, as generative AI challenges longstanding barriers to programming. In this six-session module, we'll explore this shift through "vibe coding": an intuitive, tinkering approach where imagination becomes software through AI collaboration. Rather than learning syntax and algorithms, we'll explore how to design with AI as a creative partner. One of the best ways to understand AI is to play with it. As such, each week, our learning community will investigate the opportunities and limitations of AI by trying new tools, creating digital artifacts (like web apps, games, and interactive art) through hands-on exercises, reading critical texts, and reflecting on our creative processes. Through supportive peer collaboration and guided exploration, you'll develop practical skills in prompting, critiquing, and iterating with AI while creating a portfolio of digital projects.

Many thanks to the T564A facilitation team members: Jacob Wolf, Ben Wheeler, Caitlin Morris, Dhyan Adler-Beléndez, Gabriel Kammer, Hailey Rockandel, Jahvon Dockery, Jeff Hawson.

Syllabus for Fall 2024
LDIT PCE offered Fall 2023, 2024; 291 students enrolled

Learning design is a practice, one that depends on both deep knowledge and the ability to thoughtfully and effectively apply that knowledge. In this core experience for members of the Learning Design, Innovation, and Technology program, we will engage in the practice of learning design through a mix of creative explorations, reflective documentation, and term-long personal projects. Through this work, we will, as a community, advance our individual and collective understandings of what learning design is and what it means to be a learning designer. Taking place on Wednesday afternoons in the fall term, our in-class time will be organized as a design studio, a space where design is not only discussed but actively applied. Students can anticipate an interactive environment that centers practice, featuring hands-on activities, constructive critiques, and near-peer coaching..

Many thanks to the LDIT PCE facilitation team members: Paulina Haduong, Andy Hyde, Cecilé Sadler, Iman Rastegari, Karishma Chadha, Nina Bhattacharya, Sarah Hazelwood, Amy Callahan, Avantika Kolluru, Brian Yu, Gabe Woods Lamanuzzi, Haytch Bialer, Josh Gilbert, Katherine Hashimoto, Katie Rotman, Liam Stanton, Sally Yao, Shinyi Kang.

Syllabus for Spring 2018
Offered annually 2013–2018; 236 students enrolled

Digital and network technologies create new opportunities and new expectations for learning and teaching. How do teachers and learners make sense of and negotiate these opportunities and expectations? This course will focus on developing nuanced understandings of the relationships between learning, teaching, and current technology trends, by considering current trends through the lens of critical theory and the practices of design thinking. Trends are updated with each course offering to reflect current cultural interests, but topics from previous offerings of the course have included: MOOCs, coding, flipped classrooms, connected learning, games, big data, open education, edupreneurship, and peer learning networks. Students will attend weekly class sessions, contribute to the course learning community (both in person and online), and think carefully and critically about learning, teaching, and technology through weekly reading, exploring, and reflecting activities.

Many thanks to the T553 facilitation team members: Sarah Blum-Smith, Chris Buttimer, Tracy Elizabeth, Galen McQuillen, Karen Dunham, Kelly Whitney, Megan Cotnam-Kappel, Michelle Choi, Rebecca Givens Rolland, Tim Johnson.